Unit 5 Flashcards
intelligence theory
Gardner’s multi-intelligence theory: intelligence is differentiated into different categories instead of one single ability. linked to different learning styles
behaviorist theory
learning is acquired through conditioning. behavior is learned through repetition and response to stimuli (positive/negative reinforcement)
Bandura - observational learning theory
Skinner - positive behavior conditioning
cognitivist theory
Social cognitive theory: knowledge is obtained through observing others from social interactions, experiences, and outside media influences
humanistic/motivation theory
people have strong cognitive motivations to grow. Once the lower level needs have been met, the motivation is the need for self-actualization, or the desire to fulfill one’s individual potential.
Maslow’s hierarchy of needs.
constructivist theory
learners’ understanding and knowledge based on their own experiences prior to entering school.
Paiget (cognitive constructivist), Vygotsky (social constructivist)
Paiget - cognitive theory
Schema and adaption.
4 stages of development: sensory motor stage, preoperational stage, concrete operational stage, formal stage
sensorimotor stage
paiget
0-2 yr
learn through movement and senses
preoperational stage
paiget
preschool/kinder
pre-logical thought, play and pretend. egocentric, focus on one thing at a time
concrete operational
elementary
paiget
logical thought, concrete view of the world, hands on, classify things, conservation
formal operational
paiget
middle/high school
abstract thought, higher order thinking. predict, problem solve
vygotsky - cognitive theory
scaffolding, zone of proximal development, more knowledgable other, social interactions and language are critical
Erikson’s psycho-social theories
trust vs mistrust autonomy vs shame initiative vs guilt industry vs inferiority identity vs role confusion intimacy vs isolation
trust vs mistrust
babies, provide care, comfort, safety
autonomy vs shame and doubt
toddlers, need for independence (do it themself)
initiative vs guilt
pre/kinder, exploration, questions, trying new things
industry vs inferiority
intellectual curiosity, school performance, positive reinforcement/praise, avoid criticism/competition
identity vs role confusion
adolescence, develope sense of self, influenced by others and peers, need social role models
intimacy vs isolation
develop relationships and a sense of self
kohlberg moral development theory
preconventional, conventional, and post conventional
pre conventional - kohlberg
self-centered, avoid punishment, doesn’t under stand rules but follows, reward oriented
conventional - kohlberg
black and white view of rules, respectful of authority, focused on maintaining social conventions and order
post conventional - kohlberg
rules and laws are flexible depanding on context, acts on behalf of whats best for society, focused on others well-being
theory of universal grammer - chomsky
language is innate and biological
babbling, holophrastic, 2-word, telegraphic, multi-word
Operant conditioning and language development - Skinner
children learn language based on positive reinforcement of correct language,imitation, and associate words with meanings
Social approach to language development - Vygotsky
language develops through social interactions, zone of proximal development, scaffolding, and private speech
General intelligence - Spearman
general (G) factor represents overal intellectual ability, specific (S) factor is specific intellectual ability
7 factor intelligence - Thurnstone
word fluency, verbal comprehension, spatial visualization, number facility, associative memory, reasoning, and perceptual speed.
HOWEVER, the scores vary together, soa general intelligence is still present
succesful intelligence - Sternberg
3-types if intelligence: creative, analytical, and practical
Multiple intelligences - Gardner
logical/mathematical, verbal/linguistic, musical, spacial, body/kinesthetic, interpersonal, intrapersonal, and naturalist
behaviorist theory/approach
teacher directed skills and behavior modification.
EX: direct instruction, feedback/correction, reinforcement, computer tutorials, repetition
Constructivist theory/approach
student centered knowledge built from student experiences.
EX: student active learner, real world learning, multiple viewpoints, scaffolding, discovery learning, project based learning
cooperative/collaborative theory/approach
working and learning together.
EX: group goals, mixed groups, model social behaviors, competition between groups
humanistic theory/approach
feelings, emoutions and motivations (maslow)
EX: deficiency needs met first, self and welcoming environment, clear ecpectations, growth needs, promote interest and engaging, fun and creative learning
cognitive theory/approach
memory and developing knowledge and skills.
EX: modeling, imitate, repetition, mnemonics (roygbiv), chunking
formative assessment
check for learning, occurs during instruction, imforms future instruction and provides students feedback
summative assessment
focus is on the ourcome of learning, occurs after instruction, provides grades nd overall acheivment
objective assessment
clear write and wrong answers. measures lower level skills and knowledge. selected response (multi-choice, T/F)
performance assessment
subjective grading, measures ability and higher level skills.
EX: portfolio, demonstration, open-response
criterion referenced grading
based on set standards. passing is based on mastery of skills. reports info about strengths and weaknesses
norm-referenced grading
based on a “normal” score. compares students to each-other, graded on a curve. reports as a percentage of how well you did.
Gibbs reflective cycle
description > Feelings > Evaluation > conclusions > action
